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Educational Tech Centre
 

Educational Tech Centre

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The slideshow breaks down into four milestones, the steps a faculty needs to take in order to start developing ICT capable teachers.

The slideshow breaks down into four milestones, the steps a faculty needs to take in order to start developing ICT capable teachers.

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    Educational Tech Centre Educational Tech Centre Presentation Transcript

    • EDUCATION TECHNOLOGY CENTRE By Derek Moore (derek@weblearning.co.za) Our Goal: To develop ICT capable teachers
    • e-Education policy goal
      • Every South African learner in the general and further education and training bands will be ICT capable by 2013
      • “ Every teacher, manager and administrator in General and Further Education and Training must have the knowledge, skills and support they need to integrate ICTs in teaching and learning.”
      • Department of Education, (2003). White Paper on e-Education. Transforming Learning and Teaching through Information and Communication Technologies. Pretoria: Department of Education.
    • Guidelines for Teacher Training
      • ICT development is a process that takes teachers and learners through
        • learning about ICT,
        • learning with ICT and
        • learning through the use of ICT.
      • Department of Education, (2007). Guidelines for Teacher Training and Professional Development in ICT . Pretoria:
    • Level ICT knowledge and skills Targets Entry level. The teacher is computer literate and is able to use computers.   Adoption level. The teacher is able to use various ICT, including computers, to support traditional management, administration, teaching and learning, and is able to teach learners how to use ICT. All practising teachers who have access to ICT should, as a minimum, be trained to the adoption level. Adaptation level. The teacher is able to use ICT to support everyday classroom activities at an appropriate NCS level, assess the learning that takes place and ensure progression. He/she is able to reflect critically on how ICT changes the teaching and learning processes and to use ICT systems for management and administration. Productivity increases at this level. At least 60% of teachers with access to ICT should reach the adaptation level. Appropriation level. The teacher has a holistic understanding of the ways in which ICT contributes to teaching and learning. He/she has an understanding of the developing nature of ICT, and an awareness that it is integral to the structure and purposes of the NCS. He/she has the experience and confidence to reflect on how ICT can influence teaching and learning strategies, and to use new strategies. At least 20% of teachers with access to ICT should reach the appropriation level. Innovation level. The teacher is able to develop entirely new learning environments that use ICT as a flexible tool, so that learning becomes collaborative and interactive. ICT is integrated as a flexible tool for whole-school development through redefining classroom environments and creating learning experiences that leverage the power of technology. At least 10% of practising teachers should reach this level.  
    • How?
      • For educators to learn how to use ICTs effectively for planning, teaching, learning and professional development they need to see ICT modelled in their training and teaching.
    • Introducing ETC
      • The Education Technology C entre is intended to accomplish three purposes
        • to assist current and future teachers to integrate ICT into their teaching in a media studio, and
        • to assist education academics to integrate ICT into university classrooms.
        • t o facilitate digital access and engagement with the curriculum
      • Select a platform
      • Offer ed tech advice, support and training to staff
      • Pilot courses
      • Market the programmes
      4 Milestones to ETC
      • Use Mobile Phones or Use the Web?
      1) Select a Platform
      • Last year, 43% of Young Adults connected to the internet via mobile phones regularly. This year 64% do so at least weekly.
      Mobile or Web http://www.hdiyouth.co.za/
      • Apparently 32% of urban South Africans have internet access (this figure does not differentiate between access via mobile phone, at school, at home, or at work).
      Mobile or Web http://www.hdiyouth.co.za/
      • What does Moodle offer
      1) Platform is Moodle
    • Moodle – Static Course Material
        • Text page
        • Web page
        • Hyperlinks
        • View Course's directories
        • Label that displays any text or image
    • Moodle - Interactive course material
        • Assignments (uploading files to be reviewed by the teacher and/or students)
        • Choice (a single question)
        • Journal (an online journal)
        • Lesson (a conditional, branching activity)
        • Quiz (an online test)
        • Survey (with results available to the teacher and/or students)
    • Moodle - S ocial learning tools
        • Chat (live online chat between students)
        • Forums (you can choose the number of online bulletin boards for each course)
        • Glossary (students and/or teachers can contribute terms to site-wide glossaries)
        • Wiki (Wikis can be inserted into courses, or a Wiki can be the entire course)
        • Workshop (workshops support collaborative, graded efforts among students)
    • Moodle - Mobile http://www.ilite.co.za/mlearn/
    • Moodle is
      • 10 years old (launched 1 999 )
      • U sed by institutions worldwide for online learning
      • Flexibile
      • O pensource.
      • Can incorporate Mobile elements
      • The new platform for UKZN
    • 2) Offer E d tech advice, support & training
    • Establish an Ed Tech Centre (ETC)
      • Location
        • PMB AV Lab
      • Equipment
        • Computer Network
        • Equipped Media Studio
        • Dedicated Education Server
      • Staff
        • Instructional Designer / Media Specialist
        • Technician / Administrator
    • Present and proposed layout
    • New Hardware
      • Computer Lab
      • Smart board
      • Laser Printer
      • 2 Scanners
      • 4 lab computers
      • Media Studio
      • Education Server
      • 2 Media workstations
      • Data projector
      • Audio Equipment
      • Video Equipment
    • Software
      • Adobe Suite
      • Articulate
      • Audacity
      • iTunes
      • Microsoft Office
      • Microsoft Outlook
      • Microsoft Photo Editor
      • Camtasia Studio
      • Roxio Easy CD
      • Windows Movie Maker
      • WS_FTP32
    • Education Server
      • Host Web Pages
        • E Portfolios
        • Past Papers
        • Faculty Showcase
      •   Host Web Apps
        • Moodle
        • Blogs
        • Wikis
      •   Host Web Media
        • Host Podcasts
        • Video on Demand
        • Streaming Media
    • Staff : Instructional Designer / Media specialist
      • Research and disseminate best practices in e-learning, emerging technologies, instructional design theories, and policies
      • Serve on various committees related to the use of instructional technology
      • Design and present development workshops
      • Work one-on-one with staff and develop effective ICT infusion strategies
      • Provide instructional design support for teaching online courses.
    • Staff : Technician / Administrator
      • Ensure that technology is reliable
      • Check, maintain and responding to technology breakdowns
      • Capture, configure and test new courses
      • Attend and contribute to discussions about teaching and learning and technology.
      • Offer support and responds quickly and efficiently to problems
    • ETC will
      • encourage an interest in Educational ICT
      • develop amongst faculty a shared vision for educational ICT
      • assist staff with the design and creation of Internet web-based and technology based instructional strategies and materials
      • prepare students to integrate technology into their classrooms and teaching and learning programme
      • work with necessary role players in dealing with these practical issues that hamper technology adoption.
      • Facilitate electronic access to the curriculum
      • Gather and share information using Microblogging
      • Showcase student work with a Blog
      • Showcase faculty work on a web site or a Blog
      • Provide a Platform to Broadcast Events using Web Video
      • Connect people using Social Networking
      • Encourage dialogue using Podcasting
      • Generate student produced content
      Possible ICT PILOTS
    • Gather and share information in Microblogging
    • Showcase student work in Blogs
    • Showcase faculty using Web site
    • Showcase Faculty using Blogs
    • Provide a Platform to Broadcast Events with Web Video
    • Connecting People via Facebook
    • Encourage dialogue via Podcasts
    • Generate student produced content
      • How well is the Faculty using
        • Social Media
        • The Official UKZN Website
      • to market itself
      4) Market ICT Programmes
    • Blog - Wordpress
    • Search
      • “ UKZN Edgewood”
        • Page does not exist
        • Socialist Students
        • Commercial Page
    •  
    •  
    • Market ICT programmes
      • Our ICT capacity needs to be demonstrated
        • ETC will have a web page with resources
        • Staff should be encouraged to integrate elements of web media into their courses
        • Staff should showcase projects via social media
        • Official Marketing via the Net needs attention
    • Conclusion
        • The faculty can either assume a leadership role in the transformation of education or be left behind in the swirl of rapid technological change.
        • To reap the full benefits of ICTs in learning, it is essential that pre- and in-service teachers are able to effectively use these new tools for learning.
        • Teacher education institutions and programmes must provide the leadership for pre- and in-service teachers and model the new pedagogies and tools for learning.
      Adapted from UNESCO (2002) Information And Communication Technologies In Teacher Education
    • References
        • Department of Education, (2003). White Paper on e-Education. Transforming Learning and Teaching through Information and Communication Technologies. Pretoria: Department of Education.
        • Department of Education, (2007). Guidelines for Teacher Training and Professional Development in ICT . Pretoria: Department of Education.
        • Friesen, D., Maeers, M., Nolan, K., & Couros, A. (2004). A Shifting Landscape: Integrating Information and Communication Technologies into a Faculty of Education . The Final Report of the iTeacherEd Project submitted to Industry Canada-SchoolNet, April 2004.
        • Lavrusik, V. (2009) 10 Ways Universities Share Information Using Social Media available http://mashable.com/2009/07/15/social-media-public-affairs/
        • OSISA 2004 Towards a Strategy on Developing African Teacher Capabilities in the Use of Information and Communication Technology (ICT)
        • Taylor, Liz (2004) 'How student teachers develop their understanding of teaching using ICT' , Journal of Education for Teaching,30:1,43 — 56
        • Trucano, Michael (2005) Knowledge Maps: ICTs in Education - What Do We Know about the Effective Uses of Information and Communication Technologies in Education in Developing Countries?
        • Unesco (2002) Information And Communication Technologies In Teacher Education
    • Thank-you http://www.weblearning.co.za